Comenius Regio “ Water-the Souce of Life“ . Viljandi 2012.
Ave Vitsut, Viljandi Paalalinna Gymnasium; translated by Mart Reitel, Viljandi Paalalinna Gymnasium
Practical work – Observation of different waters
1. Members of the group (4), a form of students
2. Assignment: Observe and establish at least 4 qualities on different types of water.
Justify the differences. Compile a notion card based on observation results; in its centre
there is the word WATER, the next level is the types of water, the third level is properties,
the fourth level is reasons.
Possible experimental tools can be received from the “tool bank“ if you can say which
property you will identify. You must not taste water.
3. Provide the group with at least two different types of water: for example, 200 ml of
snow from the yard, and 50 ml of water from a puddle; pour 50 ml of water from a tap
and 50 ml of bog water from a bottle.
Compile a reference grid
Properties
Tap water
Snow water
Puddle water
Bog water
4. Compile a list of the used experimental tools:
5. Which of the observed properties were physical, which chemical?
6. Which naturalistic notion would be correct to be used instead of the observed
“waters“?
7. Assess the work contribution of your group members. Each member can get 1…4 points
Name
Points
Comenius Regio “ Water-the Souce of Life“ . Viljandi 2012.
Ave Vitsut, Viljandi Paalalinna Gymnasium; translated by Mart Reitel, Viljandi Paalalinna Gymnasium
Instructions for the teacher
1. Discussion in class – is natural water only water? Composition of solutions?
2. Groups take at least 2 types of water for observation, if they manage, 4 types of water
(solutions). When they have figured out which properties to observe and which tools they
need, they get the tool from the teacher’s “tool bank”.
Students mark 4 observed properties in the report (they themselves choose which
properties they observe). Necessary tools and means:
-
Water from a natural water body – students may take it along; a good result may be
obtained with acidic bog water; snow water – bring snow from the yard or make ice
cubes in the refrigerator; water from a puddle polluted with oil and mud; tap water.
-
It is good to observe 50 ml of water in a boiling glass (capacity 150 ml).
-
Filter paper, funnels – you can filter and observe what remained on the filter.
-
A universal indicator or indicator paper and colour scale – colorimetric indication.
-
Thermometers to measure temperature.
-
Observe colour, transparency, smell.
3. A notion card about the observed properties:
Assess level properties, the system of marking properties and proficiency of justification
of properties, the use of notions in the vocabulary, aesthetics of the design.
4. Let the students of a group assess participation of the members in group work with 1-23-4 points. Consider it when differentiating marks in the group.